Personal Narrative My Immigrant Story - 1148 Words

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Young Goodman Brown Analyzing Browns Identity - 1190 Words

In the short story â€Å"Young Goodman Brown,† Nathaniel Hawthorne sets the locale of the story during the Salem witch trials at his convenience to include the Calvinist theme of sin, that belief in which formed the early history of New England’s social and spiritual identity. As a dark romantic, Hawthorne includes the elements of human nature, mysticism, good and evil, and one’s own spirituality to convey his message to the reader. However, it is left to the reader’s own digression to interpret his ambiguous conclusions. At the beginning of the short story, Brown finds himself on a journey to the enchanted forest outside of his village for a mysterious appointment. Unknowingly, Brown is traveling into the heart of darkness in which he will be†¦show more content†¦Brown has been changed completely and he isn’t the same person who walked into the forest the day before at dusk. As Reginald Cook asserted, â€Å"the fearful dream has done its work.† Brown experienced a terrible thing by traveling into his subconscious mind while in the dark forest and as a result he has become a skeptical and miserable man. For a better understanding of what is happening to Brown the reader should be aware of the symbolism used throughout the story. First, his wife Faith represents the faith of mankind in which she directs the way to heaven. Second, Brown’s journey into the dark forest represents his journey into the innermost depths of his soul; third, the devil represents Brown’s experience as he comes to believe that evil is the true nature of humanity (Walsh). These three symbols implicate the narration of the story in which Brown is a young man who is innocent in the ways of conformity in the world, who finds that not all human beings are good. As a result, he cannot remove the uncertainty of universal evil from his conscious mind. Faith signifies the faith of which Brown holds as he slowly hesitates the goodness of humanity. As he physically leaves his wife Faith in the beginning of the story, this represents his own loss of his spirituality and can be tracked throughout the events i n theShow MoreRelated Structure of Hawthornes Young Goodman Brown Essay example1216 Words   |  5 PagesStructure of â€Å"Young Goodman Brown†Ã‚  Ã‚         â€Å"Almost all literary theorists since Aristotle have emphasized the importance of structure, conceived in diverse ways, in analyzing a work of literature† (Abrams 300). This essay will explore some interesting points in the structure of Nathaniel Hawthorne’s â€Å"Young Goodman Brown,† considering the time-frame, foreshadowing, suspenseful incidents, climax and denouement (Axelrod 337).    The narrative in this tale is straightforward until the narratorRead More Symbolism in Hawthornes Young Goodman Brown Essay example2781 Words   |  12 PagesIn Nathaniel Hawthornes Young Goodman Brown the use of symbols contributes to the development of the storys plot. Symbolism is used as a means to uncover the truth about the characters. The author, in an attempt to manifest the moral aspects of his society, uses many kinds of symbols to support his points. When analyzing an allegory like Young Goodman Brown, the reader must realize that the story is in its entirety, a symbol. Hawthorne, through his writing is trying to convey the contradictingRead MoreANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pageschance and coincidence occur in real life, their use in literature becomes suspect if they seem to be merely an artificial device for arranging events or imposing a resolution. Such events tend to mar or even destroy a plot’s plausibility and unity. Analyzing Plot In approaching a work of fiction for the first time, we can analyze the plot by attempting to answer such questions as the following: 1. What is the conflict (or conflicts) on which the plot turns? Is it external, internal or a combination

The Issues Of The Interpretations Of Competence Education Essay Free Essays

string(203) " perceiver clicking off a purportedly unambiguous assessment checklist \( Jones, 1999 \) of the distinct undertakings performed by scholars in situ \( Griffin A ; Gillis, 2000 ; Mulder, 2006 \) \." There are assorted issues related to competency in CBA peculiarly those related to the readings and the appraisal of competency. Competence is doubtless an abstract construct which can non be straight observed ( Wilmut A ; Macintosh, 1997 ) but which by and large can be inferred from ascertained public presentation ( Gonczi, 1994 ; Wood A ; Power, 1987 ) . However, such illation may or may non supply accurate penetration into competency ( Wood A ; Power, 1987 ) . We will write a custom essay sample on The Issues Of The Interpretations Of Competence Education Essay or any similar topic only for you Order Now The undermentioned subdivision will seek to analyze both the issues of the reading of the construct of competency and the appraisal of competency. The construct of competency is frequently socially constructed ( Evans, 2001 ) , taking on assorted definitions and readings ( Eraut et al. , 1998 ; Lizzio A ; Wilson, 2004 ; Messick, 1984 ; Miller, 1990 ; Parry, 1996 ; Tillema et al. , 2000 ) in different contexts and is used to back up peculiar ideological places ( Evans, 2001 ) . The common impression of competency is that it consists of combination of cognition, accomplishments and attitudes that could be used to work out a job ( Baartman et al. , 2007 ) in appropriate occupation contexts ( Lizzio A ; Wilson, 2004 ) . Taconis et Al. ( 2004 ) farther emphasis on this impression of competency as cognition, accomplishments and attitudes if addressed individually in CBA, is non sufficient for the coveted competent professional behavior. Harmonizing to Tillema et Al. ( 2000 ) , competencies which include professional accomplishments such as larning to larn, synergistic accomplishments, communicating accomplishments, information proc essing, problem-solving and brooding accomplishments are indispensable in the current information and cognition society. They farther emphasise the demand for scholars to be equipped with competencies that will assist them to be more employable in the competitory labor market. Chapter 3 has discussed in item the definitions and readings of competency in relation to employability as utilized in the survey. However, the research worker would wish to reflect on two of the three common attacks to construe the construct of competency in CBA ; the behaviorist and cognitive ( Hager, 1994 ; Norris, 1991 ; Gonczi, 1994 ; Wesselink et al. , 2003 ; Mulder et al. , 2007 ) . Subsequently, the research worker will research what it means to state a scholar is competent which doubtless involves looking at what the judgement is based on ; that is, the basic premises of the appraisal being made ( Pitmann et al. , 1999 ) . Deciding on what it is to be assessed is important in transporting out any assessment procedure ( Hager et al. , 1994 ) and as the name itself suggests, CBA involves the procedure of measuring competency. Hager et Al. ( 1994 ) point out that there are assorted ways to measure competency depending on how it is being conceived. In this survey, the appraisal of competency will be discussed in dealingss to the readings of competency. Figure 4.3 illustrates the development of the readings and appraisals of competency in CBA but merely competency in the behaviorist attack and the cognitive attack will be discussed in item while the generic attack will touched briefly. Appraisal of Competence Interpretations of Competence Specific Tasks Approach Behaviourist Approach Generic Skills Approach Generic Approach Integrated Approach Cognitive Approach Figure 4.3: The Development of the Interpretations and Assessments of Competence in CBA Adapted: ( Hager, 1993 ; Hyland, 1993 ; Wesselink et al. , 2003 ; Baartman et al. , 2007 ) Competence in the Behaviourist Approach In the behaviorist attack, competency is characterised by the satisfactory completion of atomised undertakings ( Gonczi, 1994 ; Eraut, 1994 ) which could be observed from scholars ‘ behavior and public presentation ( Wesselink et al. , 2003 ) . Competence in its narrowest significance concerns with the ability to execute a scope of undertakings to preset criterions ( Evans, 2000 ) within an employment scene ( Fletcher, 1991 ; Evans, 2001 ) . Examples of this behavioristic attack could be seen in the early development of the NVQs ( National Vocational Qualifications ) and SVQs ( Scots Vocational Qualifications ) in the UK. Learners in this traditional competence-based instruction in the UK are considered competent when they are able to execute a series of undertakings ( Gonczi, 1994 ; Wesselink et al. , 2003 ) that meet the outlooks of a competent worker ( Ecclestone, 1996 ; Wesselink et Al, 2003 ) in a specified occupational country ( Hyland, 1993 ; FEU/PICKUP, 1987 ) . For ill ustration, when a brick-laying trainee performs a series of brick-laying undertakings such as cutting and determining bricks/blocks, doing mortar mixture, puting bricks/blocks in rows and taking extra howitzer harmonizing to an acceptable criterion of a professional brick-layer, he/she is so considered to be competent. However, this behavioristic attack to competency has received serious unfavorable judgments particularly for its minimum readings of the construct ( Evans, 2001 ) which are considered narrow, confusing and unequal ( Evans, 2001 ) . This attack is more concerned with public presentation results which involve discernible actions and behavior ( Barnett, 1994 ; Hyland, 1995 ; Wesselink et al. , 2003 ) instead than the learning procedure and experiences gained ( Hyland, 1995 ; Wesselink et al. , 2003 ) . In other words, developmental procedure is non perceived as competency ( Griffin 1995 ; Masters A ; McCurry 1990 ) and accordingly, this reduces genuineness of existent life experience in any of the professions where action is frequently interlacing with idea, understanding and contemplation ( Barnett, 1994 ; Wesselink et al. , 2003 ) . As the behavioristic attack emphasises lower-level competencies and psychomotor competencies at the disbursal of higher order competencies ( Masters 1993 ) , it diminishes the kernel of public presentation that is associated to a broader sense of competency ( Griffin A ; Gillis, 2000 ) . Furthermore, the behavioristic attack does non research the connexions between the discrete, small-scale undertakings ( Gonczi, 1994 ; Wesselink et al. , 2003 ) and the transmutations of the undertakings ( Wesselink et al. , 2003 ) . These undertakings are alternatively broken down into competencies with excessively elaborate specifications or standards ( Griffin A ; Gillis, 2000 ) which could impact CBA to lose its proposed predictability map of transferability ( Griffin 1995 ; Masters 1993 ) . Although the behavioristic attack has an destitute position of competency, it promotes simple recording and coverage of the appraisal of competency ( Griffin, 1995 ; Masters, 1993 ; Griffin A ; Gillis, 2000 ) . By and large, appraisal of competency in the behaviorist attack consists of an assessor who is an active perceiver clicking off a purportedly unambiguous assessment checklist ( Jones, 1999 ) of the distinct undertakings performed by scholars in situ ( Griffin A ; Gillis, 2000 ; Mulder, 2006 ) . You read "The Issues Of The Interpretations Of Competence Education Essay" in category "Essay examples" Evidence of competency is gathered and based on direct observation of scholars ‘ behavior and public presentation ( Wesselink et al. , 2003 ; Mulder, 2006 ) . This attack is reckoned for its simpleness in developing assessors to finish signifiers dwelling of lists, without necessitating much of professional opinion to be made ( Griffin A ; Gillis, 2000 ) . Succinctly, the chi ef features of the behaviorist attack to appraisal of competency are presentation, observation and appraisal of behavior ( Mulder et al. , 2006 ) . Despite the apparently simple and straightforward attack, assessors sometimes do happen jobs with obscure appraisal standards that do non truly depict the competencies being assessed ( Jones, 1999 ) . Attempts to anchor appraisal in direct observation could besides be debatable as it is normally overloaded with values and subjectiveness ( Kemshall, 1993 ) on the portion of the assessors. Furthermore, this proficient attack to appraisal of competency has been criticised for its dehumanising effects it has on scholars ( Evans, 2001 ; Ashworth A ; Saxton, 1990 ; Hyland, 1993 ) as it restricts the chance for them to be originative in larning results or competencies ( Ashworth A ; Saxton, 1990 ) . The procedure of geting competencies in this attack does non underscore knowledge and societal acquisition ( Ramsay, 1993 ; Jones A ; Moore, 1993 ; 1995 ) and therefore, scholars ‘ ability to get competencies in informal mundane life scenes is ignored or neglected ( Giddens, 1991 ) . In add-on, this attack reduces an business to a series of distinct discernible undertakings which do non stand for the business significantly ( Ashworth A ; Saxton, 1990 ; Hager et al. , 1994 ) . As the attack concentrates on an single demonstrating competent public presentation ( Wolf, 1995 ) and emphasises on personal competencies, it leads to one being individualistic whilst lacking in the ability to work as a squad whereas squad work is indispensable in executing relevant facet of a occupation in the existent workplace ( Ashworth, 1992 ) . For illustration, a pipe fitter trainee working on a undertaking of put ining a lavation basin would entirely concentrate on run intoing all the predetermined standards statements or competence criterions of the undertaking in order to show competency whilst ignoring any communicating or team-working with other trainees. This is really much different from the existent life work state of affairs where a pipe fitter has to join forces with builders and linemans on a edifice site for any sort of plumbing work. Besides striping one from geting the ability to prosecute in teamwork, another reverse of this attack to appraisal is that it does non pay much attending to the theoretical cognition and apprehension ( Ashworth, 1992 ) . While measuring competent public presentation is critical, measuring cognition and apprehension is merely every bit of import as it is an indispensable facet of competency without which an appraisal is missing in credibleness or concept cogency ( Ashworth, 1992 ) . A valid appraisal method should be able to mensurate what it is supposed to mensurate which in this instance would be the relevant elements of competency ( Watson, 1994 ) . Both the public presentation and cognition are facets of competency that should be assessed and measured. Peoples who ‘understand ‘ are those who have clear mental representation of the state of affairs with which they are confronted and are able to cover with it creatively and imaginatively utilizing the acquired cognition which acts as an interpretative resource for them ( Ashworth, 1992 ) . Therefore, it is deficient to measure one ‘s competency merely by looking at the public presentation while disregarding the underlying facet of cognition and apprehension. It is unfortunate so, if such an assessment method should bring forth people who are like automatons in a mill ; they could execute a occupation or a undertaking expeditiously and efficaciously but they do non hold any apprehension of what they were making. Consequently, the readings and appraisal of competency have progressed from this narrow behaviorist attack to the generic attack ( Norris, 1991 ) . The generic attack considers competence the ownership of a series of general desirable properties of a practician ( Gonczi, 1994 ) or personal qualities such as cognition, accomplishments and critical thought abilities ( Mulder et al. , 2007 ) to work out jobs, analyse, communicate, and attitudes of appropriate sorts ( Hager et al. , 1994 ) . The appraisal of competency is normally compartmentalised ( Wolf, 1990 ; Gonczi, 1994 ) where the properties are normally assessed in isolation from existent work pattern ( Gonczi, 1994 ; Hager et al. , 1994 ; Evans, 2001 ; Mulder et al. , 2007 ) . These properties are no uncertainty extremely context dependant and to measure them out of context would be inappropriate ( Hager et al. , 1994 ) . Furthermore, the lucidity of competency statements in picking out the precise competency that relates to kno wledge and understanding remains unsure ( Hyland, 1993 ) . Therefore, this attack has besides been criticised for missing in grounds of the being of the generic competencies and its transferability of occupational accomplishments is still dubious ( Hyland, 1993 ; Gonczi, 1994 ; Mulder et al. , 2007 ) . As such, this attack is non suited for instruction ( Gonczi, 1994 ; Mulder et al. , 2007 ) and will non be discussed in deepness in this survey. 4.4.2 Competence in the Cognitive Approach Competence in the cognitive attack has evolved from wholly concentrating on intelligence and rational abilities entirely to including public presentation that encompasses societal and emotional constituents ( Mulder et al. , 2006 ; Hodkinson A ; Issit, 1995 ) . Traditionally, the definition of competency in this attack comprises the overall human intelligence in achieving cognition and apprehension, geting accomplishments and accomplishing good public presentation with appropriate values and attitudes ( Hodkinson A ; Issit, 1995 ) . The more recent reading of competency in the cognitive attack consists of successful public presentation of realistic professional undertakings ( Gonczi et al. , 1990 ; Heywood et al. , 1992 ) in which cognition, accomplishments and attitudes are incorporated ( Hodkinson A ; Issit, 1995 ; Mulder, 2000 ; Mulder et al. , 2007 ) within a context of general properties ( Gonczi, 1994 ; Hager et al. , 1994 ) ) . The competency development in the cognitive at tack is associated with the societal constructivist attack where the accent is on the similarity between the competencies required for successful public presentation in society and collaborative competency development ( Mulder, 2007 ; Kerka, 1997 ) . In other words, the chief focal point is on the appraisal of cognition creative activity or building in the workplace which integrates personal qualities in societal context ( Mulder, 2007 ; Kerka, 1997 ; Billet, 1994 ) . This integrated and holistic attack to competence could be the manner to guarantee CBA still retains its alone characteristic of occupation-specific undertakings without being excessively atomistic about its acquisition and public presentation ( Wilmut A ; Macintosh, 1997 ) as it has ever been criticized for. This attack is besides considered a powerful device to better content, bringing and appraisal of current course of study ( Hager, 1993 ) . Therefore, the appraisal of competency in the cognitive attack consists of appraisal of occupation-specific undertakings based on competence criterions which are incorporated with appraisal of generic competencies in occupation-specific contexts ( Gonczi, 1993 ) with an appropriate degree of holistic theory ( Hodkinson A ; Issit, 1995 ) . Harmonizing to Hodkinson A ; Issit ( 1995 ) , there are two dimensions of holistic theory ; the first relates to the integrating of scholars ‘ cognition and apprehension, every bit good as values and accomplishments needed in an business while the 2nd involves the judgement made on the instruction and preparation procedure in developing scholars ‘ professional capablenesss. An illustration for the former dimension is the personal individuality of a trainee in geriatrics and geriatric services is decidedly really of import to the aged in a nursing place but it is hard to specify personal individuality into measureable units. Therefore, appraisal in such context demands to use the first dimension of holistic theory. The latter dimension of holistic theory is employed to determine scholars ‘ valuable experience of pattern during developing procedure is taken into history as such experience could develop scholars ‘ competencies ( Dall’Alba A ; Sandberg, 1996 ) . Furthermore, it is deficient to concentrate merely on the concluding results or the public presentation related to criterions as assorted signifiers of ratings during the acquisition procedure could besides assist scholars develop competency ( Wesselink et Al, 2003 ) . For illustration, it is non merely the laid tiles which is the merchandise or concluding result that should be assessed but besides all the larning procedure that takes topographic point in carry throughing the undertaking such as the research, the design of the layout, the studies of the design and so forth should besides be assessed comprehensively through formative apprai sal or even a portfolio. This integrated and holistic attack merely selects the cardinal undertakings that are cardinal to the pattern of a profession and later identifies the chief properties that are required for the competent public presentation and therefore, avoiding the job of legion undertakings ( Hager et al. , 1994 ) . Furthermore, these realistic professional undertakings provide sufficient and reliable acquisition experience that relates to the existent and future workplace environment. This will assist cut down the spread between the larning institute and the workplace. Competence is inferred from the public presentation of this manageable figure of undertakings ( Hager, 1993 ; Hager et al. , 1994 ) . This illation of competency makes appraisal of competency in this attack similar to other sorts of appraisal where its cogency and dependability could be increased utilizing available processs ( Hager et al. , 1994 ) . The appraisal of competency fundamentally involves assemblage of relevant grounds and following the proper processs to guarantee illations about competency are soundly based ( Hager et al. , 1994 ) . Though all the necessary stairss may hold been taken to guarantee the dependability of the appraisal of competency, the integrated attack still needs to trust on a professional judgement on whether a public presentation of a undertaking is considered competent or otherwise. This requires proper preparation on the appraisal procedures to enable the assessors to do rightful judgement on scholars ‘ public presentation. This is due to the fact that instructors who are the assessors have raised inquiries about what it means to state a pupil is competent ( Pitman et al. , 1999 ) . Another signifier of incorporate attack that is more contextual has been suggested by Watson ( 1994 ) where appraisal is based on samples of public presentation and grounds of competency is gathered from assessment events such as practical trials, exercisings and simulations. These practical trials are designed to mensurate the proficient or public presentation facets of competency while auxiliary grounds is collected from written and unwritten inquiries and multiple-choice trials ( NCVQ, 1991b, p. 22 ) to mensurate underpinning cognition and apprehension. Judgments about competency are based on the standards that have been set for each assessment event and pupils are assessed separately whenever they are ready and judged as ‘competent ‘ or ‘not competent ‘ ( Watson, 1994 ) . This attack is usually employed by formal colleges or off-job preparation scenes and frequently carried out on behalf of industry. For illustration, the appraisal conducted by the Box Hil l College of TAFE, Victoria for its Hairdressing Certificate programme is based on the observation of samples of occupation public presentation carried out on specially designed practical undertakings which include basic operations of hairdressing such as cutting, titling, beckoning, coloring and basin service. In add-on to these, theory trials to measure implicit in cognition are administered to supply auxiliary grounds where 80 % base on balls rate is required before a pupil is considered competent for a peculiar component ( Watson, 1994 ) . In order to determine the cogency of the appraisal method, appraisal Centres, may it be the colleges or schools, have to keep the quality and scope of installations at all times besides increasing the capacity to imitate existent workplace conditions and events. The extent to which these appraisal centres comply with the demands to guarantee the cogency of CBA has yet to be looked in deepness. This is because any invalid appraisal is a waste o f attempt, clip and money, and later it affects the quality of the scholars being trained. Therefore, the survey looked into the sufficiency of installations provided by the schools offering BID in adhering to the demands to develop scholars ‘ competency and employability. Research inquiry 4 ( RQ4 ) : What are the factors that influence pupils ‘ employability and are at that place any differences in the strength and form of the dealingss between these factors and the employability of pupils of different gender and race? , was hence developed to look into this peculiar affair. Another illustration of this integrated attack could be seen in the appraisal of accomplishments and abilities of the medical pupils and occupants utilizing â€Å" Miller ‘s Pyramid † shown in Figure 4.4 as a model of competency ( Miller, 1990 ) . Harmonizing to Miller ( 1990 ) , accomplishments and abilities demonstrated in the 2 top cells of the pyramid, reflect clinical world as they correspond to action or public presentation. He farther elaborates that when scholars have demonstrated competency in these higher spheres, they are implied to hold acquired the requirement cognition, or knows, and the ability to use that cognition, or knows how. For illustration, when a nurse trainee is able to depict the processs of how to pull blood sample from a patient utilizing the right equipment right and safely in an unwritten or structured written trial, indicates that he/she has acquired the basic clinical cognition and the procedural cognition of it ; showing competency in the sphere of shows how. However, it is merely when the trainee is able to transport out the process in existent life puting during existent patient attention that he/she will be considered to hold demonstrated competency in the highest sphere, does ( Miller, 1990 ) . The requirement cognition could be assessed utilizing multiple pick inquiries while the procedural cognition could be assessed in the signifier of a written undertaking or portfolio. The construct of competency in Miller ‘s Pyramid is similar to the readings of cognition and accomplishments incorporated in the construct of competency in the survey as discussed in Chapter 3. The 2 lower spheres of the pyramid correspond to declarative and procedural cognition while the 2 upper spheres relate to the specializer accomplishments. Department of energies Knows Shows how Knows how Figure 4.4: Miller ‘s Pyramid Beginning: Miller, 1990 ; p. 65 4.5 The Execution of CBA The execution of CBA has its history all the manner back in the sixtiess in the United States of America. Ever since it was foremost implemented in the instructor preparation colleges in the US, CBA has been adapted and implemented in assorted parts of the universe ; the UK, European states, Australia, New Zealand and other developing states including Malaysia. CBA has besides undergone series of advancement and betterments as discussed in old subdivisions of this chapter. The undermentioned subdivision discusses the chief characteristics of CBA in pattern in the UK, which were the primary theoretical accounts adapted from for the execution of CBA in Australia, New Zealand and Malaysia. The treatment farther elaborates the execution of CBA in Malaysia which was besides adapted and modified from the theoretical accounts used in the three states mentioned above to accommodate the Malaysian context. CBA in the UK – National Vocational Qualifications ( NVQs ) The CBA theoretical accounts used in the UK and in the USA are fundamentally similar in many ways including the motivation forces except for the institutional differences ( Wolf, 1995 ) . Competence-based recommendations have been translated into mandatory national appraisal programmes in the UK and it is this where the differences in the consistence and velocity prevarication ( Wolf, 1995 ) . CBA was seen to be the manner frontward in vocational instruction and preparation ( VET ) because it provides chances to the non-traditional scholars who are usually non qualified to be in the higher instruction ( as it is excessively academic, self-interested, elitist, and an hindrance ) to equal chance to acquisition ( Wolf, 1995 ; Ecclestone, 1996 ) , personal and professional development. Hence, many authorities organic structures have initiated the reformations to VET till the birth of National Vocational Qualifications ( NVQs ) and Scots Vocational Qualifications ( SVQs ) . The developmen t of CBA has been associated to the development of NVQs in England and Wales, and SVQs in Scotland. Both the NVQs and the SVQs have the same competence-based features. Therefore, the treatment which follows will be chiefly on NVQs. Although GNVQs which offer an option to GCE A-levels in supplying scholars with general vocational readying for employment or farther instruction at different degrees are besides available and accredited by NCVQ, the focal point of this treatment is still on NVQs as they are more similar and relevant to the execution of CBA in secondary schools in Malaysia. The National Council for Vocational Qualifications ( NCVQ ) introduced NVQs, a more formal and overall structured non-academic post-16 instruction and preparation, in England and Wales in 1986 ( Wolf, 1995 ; Ecclestone, 1996 ) . The Employment Department so ( now the Department for Education and Employment ) set up and administered the criterions of competency which were developed by lead industry organic structures and they will be the footing for accreditation of NVQs awarded by the NCVQ ( Ecclestone, 1996 ; Debling, 1989 ) . These national criterions of competency across all occupational countries are set at different degrees from Level 1 all the the manner to Level 5 with increasing grade of troubles and complexnesss through the degrees ( Ecclestone, 1996 ; Wolf, 1995 ) . NVQs consist of big Numberss of faculties that can be delivered individually or combined into makings ( Wolf, 1995 ) which are offered in schools, colleges, universities and industries utilizing the prescribed c ompetency criterions ( Ecclestone, 1996, 1997 ; . The purpose of NVQs is to standardise vocational or job-related preparation and makings within all occupational countries provided by assorted organic structures under national makings model ( Ecclestone, 1996 ; QCA, 2006 ) . NVQs are now included in the National Credits and Qualifications Framework ( NCQF ) and this model is made known to the populace for them to set up and pull off their advancement in instruction or professional accomplishments ( QCA, 2006 ) . Figure 4.5 which is adapted from Ecclestone ( 1996, p.36 ) and Wolf ( 1995, p. ) summarises the procedure of appraisal and accreditation in NVQs. The criterions represent required competency in relevant occupational context where they are fundamentally based on a functional analysis of existent workplace functions ( Fletcher, 1991 ; Wolf, 1995 ; Ecclestone, 1996 ) whereby for each industry, there exists a individual identifiable theoretical account of what competent public presentation entails ( Wolf, 1995 ) . The key results which are related to the implicit in intents are derived from the functional analysis which are so turned into units and elements of competency. The construction of NVQ is modular or unit-based with each unit consists of groups of elements of competency and their associated public presentation standards which reflects a distinct activity or sub-area of competency within an occupational country ( Ecclestone, 1996 ; Fletcher, 1991 ; Wolf, 1995 ; Canning, 2000 ) . It is here in the component of competency that the public presentation standards appear to reflect the critical facets of public presentation such as the qualities which are indispensable to competent public presentation ( Ecclestone, 1996 ; Fletcher, 1991 ; Wolf, 1995 ) . An NVQ is defined as a statement of competency which incorporates specified criterions in executing a scope of work-related activities, the accomplishments, cognition and understanding which underpin such public presentation in employment ( Training Agency, 1988/9 ) . Therefore, each NVQ encompasses a peculiar country of work at a specific degree of accomplishment and fits into the NVQ model of five degrees with degrees 1 to 4 clearly defined while degree 5 screens anything beyond. Judgment on competency is so based on the grounds gathered straight or indirectly from assorted beginnings available ( Wolf, 1995 ; Ecclestone, 1996 ; Canning, 2000 ) . In order to guarantee the quality of NVQs, monitoring and moderaten ess are employed. Therefore come the internal confirmation and external confirmation into the assessment scene before any certification is awarded to scholars ( Ecclestone, 1996 ) . NVQ Award Functional analysis of an occupational country Unit of measurements of competency NVQ rubric ( including degree ) – Drumhead paragraph of country of competency demonstrated through roll uping Range and range of state of affairss where public presentation must be demonstrated Underpining cognition assessed by utilizing interrupt down into derived from Component of competency Performance standards Unit of measurement 1 Component of competency Component of competency Component of competency Component of competency Unit of measurement 2 etc Performance standards Performance standards Performance standards Performance standards Observation of workplace activity Observation of merchandises and artifacts, eg Reports, records Artifacts created by the scholar Testimony of others, eg supervisors, clients Simulations and function dramas Undertakings and work-based assignments Oral inquiries trials Competent/not yet competent Further coevals of grounds Further pattern and development of accomplishments Elementss of competency Performance standards Evidence of competency ; Indirect and Direct Appraisal of Evidence Internal Confirmation External Confirmation Certification Figure 4.5 ; Assessment and accreditation in NVQs Adapted from: Ecclestone, 1996, p. 36 ; Wolf, 1995, P. Highly specified public presentation standards make competence-based appraisal concrete as they comprise statements by which an assessor Judgess whether the grounds provided by a scholar is sufficient to show competent public presentation. These standards consist of a short sentence with two constituents – a critical result and an appraising statement of how the activity has resulted in the needed consequence ( Fletcher, 1991 ) . In add-on, the public presentation standards province expressed steps of results and they are made available to both the assessors and the scholars so that the scholars know what precisely to accomplish and the assessors in return can supply specific feedback. An illustration of an component of competency and its public presentation standard is as in Table 1 where scholars are required to run into every one of the standards successfully. Table 4. : Sample public presentation standards from an NVQ component. Fiscal Services ( Building Services ) – Degree 2. Element rubric: ‘Set up new client histories ‘ . Provided as an example in The Guide to National Vocational Qualifications ( NCVQ 1991, p. ) Internal/external paperss are complete, accurate and legible, and delivered to the following phase in the procedure to agenda All signatures/authorisations are obtained to agenda and actioned quickly Correspondence to client is accurate and complete, all necessary paperss enclosed, and despatched quickly Correspondence to other subdivisions of society and other organisations/professional bureaus is accurate and complete, all necessary paperss enclosed, and despatched Cash minutess and fiscal paperss are processed right and treated confidentially Computer inputs/outputs are accurate and complete On finishing the puting up, the history is filed in the correct location Indexs of contigencies/problems are referred to an appropriate authorization NVQs have succeeded in supplying chances to about everyone to develop relevant job-related accomplishments and promoting scholars to prosecute in independent and self-directing acquisition ( Canning, 2000 ) despite all the unfavorable judgments of being atomistic as discussed in subdivision 4.4.1. They farther emphasize the significance of recognizing larning at work ( Canning, 2000 ) as such work public presentation is an indispensable constituent of broad instruction ( Bridges, 1996 ) . Furthermore, a high grade of transparence within the assessment procedure is accomplishable through the criterion-referenced appraisal methodological analysis ( Canning, 2000 ) . Nevertheless, NVQs are dearly-won and clip consuming in pattern due to its elaborate and reductionist attack to assessment ( Raggart, 1994 ; Wolf, 1995 ; Eraut et al. , 1996 ) . It is besides found that gender occupational barriers is reinforced as adult females are making much better in academic makings than work forces ( Felstead et al. , 1995 ; p. 24 ) . Another reverse of NVQs is that the keeping and completion rates are lower than the academic makings ( OFSTED/Audit Commission, 1993 ) . How to cite The Issues Of The Interpretations Of Competence Education Essay, Essay examples

Gatsby And Goodbye Columbus Essay Research Paper free essay sample

Gatsby And Goodbye Columbus Essay, Research Paper Sometimes there are two novels that have the same subject, and sometimes they have the same secret plan, but in the instance of the two novels, The Great Gatsby, by F. Scott Fitzgerald, and the fresh Goodbye Columbus, by Philip Roth they explore the same kineticss of the pursuit of the American dream. In both novels there are similar subjects, they both use the thought of sex and money as a signifier of power. Both novels can associate to each other because the writers decided to demo how the chase of the American dream may non ever be a good thing, and how sex and money can do jobs in that chase. Overall in both of the novels the reoccurring subject of sex, money and the hunt for the American dream is present and in both novels the writers show that merely because it may look like person may hold everything, that is non ever the instance. The thought of the new universe verses the old universe is a major premiss in the fresh Goodbye Columbus. In this novel there are two households who live really different lives. The Patimkin household, and the Klugman household. They represent the battle between the new and old universe. The Patimkin household is the affluent middle-class household and they live in the hills, they besides belong to the state nine, which is a representation of holding money and populating the American dream. The thought of belonging to the state nine is a major portion of the novel. The state nine gave the Patimkin? s a reproduction of in-between category life in America. Since the Patimkin? s were Judaic they didn? Ts have the chance to belong to a regular state nine, they belonged to the Judaic one, which is why it was the closest reproduction of the American dream to them, because they were non allowed to be portion of the non-Jewish state nines. The Patimikin? s represent the new universe, they ac hieved higher success and they are able to place with the non-Jewish portion of in-between category society a batch more so their fellow Judaic immigrants who have non to the full assimilated to society. On the other side of the coin there is the Klugman household. They represent the old universe. They live in the vale with the remainder of the Judaic immigrants and they live sparingly because they do non hold that much and they have non gained much success in their lives while life in the United States. The two characters that represent the old and new universe are Brenda Patimkin and Neil Klugman. To Neil, Brenda represents what he does non hold, money and position within the Jewish community. Her household can belong to the state nine and they can afford to hold nice things. Brenda besides represents sex to Neil hence she represents two of the major subjects of the novel, sex and money. To Neil there are many differences in the Patimkin household that make them really different from his ain. They are able to eat in the dining room alternatively of the kitchen. They have a amah that makes the repasts and cleans up after them. They besides have a icebox full of fruit that is ever fu ll. This is all the ideal life for Neil, and when you put Brenda in the mix you have Neil? s perfect universe. If he could go portion of the Patimkin household he would hold sex, money and in kernel the American dream. Those three thoughts are besides present in the novel The Great Gatsby. In this fresh the two universes are divided by old and new money, alternatively of the thought of assimilation to society after in-migration. In this novel, where you live determines your wealth, merely as it did in the fresh Goodbye Columbus. In The Great Gatsby the thought of wealth stand foring power is the most prevailing facet of the novel. The rubric character Jay Gatsby, is affluent and he lives in the new money side of town. The love of his life is Daisy Buchannan, and she lives on the old money side of town. Their love is similar to that of Neil and Brenda. They are symbols of two different universes, yet they find love, but in both of instances the love does non stop happy. It is a mark that possibly what you think is perfect and what you think is right for you is non ever the instance. In The Great Gatsby the subject of sex is besides a reoccurring one, many of the characters use sex as a signifier of power. It is easy to see that in both of the novels sex and money go manus in manus. Daisy and Gatsby wear? Ts have the same jobs that Brenda and Neil have, and they don? Ts have as large of a job covering with the different universes as they do. Their connexion is in the subjects, both work forces see the adult females as sex objects and they both see them as a symbol of money. In the instance of Gatsby, he does non see Daisy as a symbol of money every bit much as Neil sees Brenda that manner, but it is merely because Gatsby has his ain luck, and Neil does non. Yet Daisy is a representation of a adult females in the elect upper category, she has a high position in society, and she has besides grown up in wealth, something Gatsby did non make. So to him she does stand for something higher, merely like Brenda does with Neil. The adult females in both novels have a immense impact on the subjects. Daisy comes from a privileged household and has ever grown up in wealth, she h as a high position in her community and she is ever acquiring work forces to fall in love with her. She has a appeal and she is a symbol of higher position in society. She is used to acquiring what she wants. Brenda is really similar to Daisy in the fact that she represents a higher position for adult females in society besides. She has non ever grown up in wealth, but she is non that old, and hence she has non had that much clip without it. In her family she is treated like a princess, she is given everything she wants and her male parent treats her like she has a high standing in society, but her society is truly little in comparing to Daisy? s. She excessively, like Daisy is used to acquiring what she wants. Both adult females have a strong clasp on the adult male in their lives, they represent what both work forces want, but will neer hold. Gatsby wants to hold Daisy, but she is married and hence he merely lives his life desiring her, in Neil? s instance he has Brenda, but non tr uly because she is able to command every facet of their relationship. The adult females in both of the novels are representations of the subject of money and power. The subject of sex is present in both The Great Gatsby and in Goodbye Columbus. In The Great Gatsby, the fresh focal points on one adult males compulsion with a married adult female. There is besides a great trade of excess matrimonial personal businesss traveling on in the novel. Daisy? s hubby is ever holding an matter, and for much of the novel he is holding an matter with another married adult female. The characters in the novel usage sex as a manner to derive power and they use it to besides turn out their power. Daisy? s hubby is ever holding an matter to demo that he can make whatever it is he wants to make. The adult females he is holding an matter with, Myrtle is making it to increase her position in society. When she is with Tom and when she is at their secret topographic point in the metropolis she feels like she is a affluent individual, something that her ain hubby can non give her. To each of the characters person else represents something that they want, and they use s ex as a manner to derive it. Even though Neil is in love with Brenda he still sees her as a manner to derive a better life for himself. While he is at her house he is ever taking advantage of the fact that they have nicer things and that they ever have a full icebox of fresh fruit. The fruit itself is alien and represents something affluent people have, his household can non afford to hold the fruit, therefore he eats an abundant sum while he is at the Patimkins, and he even takes some and fells it in his pocket. For all of these characters the narrative does non stop merrily. For Gatsby you find out that he is non truly in love with Daisy, but the thought of her. He remembers what they had together a long clip ago, and he sets his sights on holding her once more, but what he truly wants is non Daisy herself, but the phantasy that he has created. You besides find out that he is non a really admirable individual, but one that has lost all sense of world. As the narrative goes on he has lost touch with the existent universe and has moved into a universe of phantasy that he has created for himself. We besides come to recognize that Daisy is non the image of flawlessness herself. Fitzgerald spends most of the novel doing Daisy out to look guiltless, pure and perfect. By the terminal of the novel you find out that she is non what everyone thought she was, she turns out to be a really selfish, acrimonious adult female who is truly non worthy of the attending she gets from all of the work forces. In the other fresh Neil had another docket for traveling out with Brenda. He knew that get marrieding into her household would give him a higher position in life. He besides loved her, but he excessively, like Gatsby was more in love with the thought of holding Brenda so Brenda herself. By the terminal of the novel Neil could non stand the fact that Brenda was able to make whatever she wanted in the relationship and this caused him to overreact and coerce her to make something she didn? Ts truly want to make. Brenda excessively had her mistakes, she was raised believing she was a princess, merely as Daisy thought that she was particular because she had ever been raised as a affluent immature miss, and both adult females ever got what they wanted. So when Brenda was with Neil she expected him to handle her the same manner her male parent had ever treated her, and she expected to acquire what she wanted when she wanted it. The struggle between what each individual wanted is what lead t o the terminal of both novels. In Goodbye Columbus Neil and Brenda split after Neil realizes that he wants a manner out of the relationship, so the two end up interrupting up in the terminal. In The Great Gatsby Daisy and Gatsby neer end up together, but Gatsby? s undying devotedness to Daisy does stop up acquiring him killed. This shows that the subject of sex in both novels is at that place to turn out that it is non ever the best thing to hold and that it is non the foundation for a really good relationship. The subject of sex has more to make with holding power, which is something that all of the characters in both novels dream about holding. Bibliography The Great Gatsby, by F. Scott Fitzgerald Goodbye Columbus, by Philip Roth

Venezuelan Immigration Essays - Ethnic Groups In Latin America

Venezuelan Immigration How did independence politically affect the Creole class in Venezuela? I. Venezuelan independence split the Creole class into two political factions, liberals, and conservatives. In addition, independence motivated many Creoles to remove themselves from politics and pass their power to local caudillos, or soldiers. (Williamson 233-234) (Greene 105-106) A. During Venezuelans independence movement, opposing viewpoints of two of the colonies most influential revolutionary leaders sparked disagreements within the Creole class. 1. Simon Bolivar sought to completely liberate Venezuela and the rest of South America from monarchy. He also wanted more social classes in Venezuela to participate in politics. 2. San Martin believed Venezuela should break away from Spain, however, he advocated a different governmental structure after independence, then that of Simon Bolivar. a) Thought that a European monarch was needed in Venezuela in order to maintain stability and power over the lower classes. 3. During the Venezuelan independence movement, both parties maintained their general opinions of a post-independent government. They modified their ideas only slightly. a) Both parties also gathered a group of supporters who held to their views steadfast. B. After independence, the political disagreements between Bolivar and Miranda became stronger and more apparent. 1. After independence, Venezuelas revolutionary leaders slowly removed themselves from politics. However, their supporters continued to defend their political views. 2. The opposing groups soon formed informal political parties that divided the Creole class into conservatives and liberals. The political ideas of these groups contrasted greatly. a) Conservatives sought to rebuild as much of the old order as possible so as to secure their authority over the lower classes (Williamson 234) b) Liberals desired to create a modern liberal state without prejudice to any of its citizens (Williamson 235) C. Independence caused many Creole citizens and revolutionary leaders to remove themselves from politics. 1. The violent independence movements in Venezuela had repelled many Creoles from politics in general. a) Discussed or now uninterested in politics, many Creoles returned to their haciendas to continue their lives as landowners. b) Lives as landowners, and not politicians, offered Creoles the ability to focus on themselves without worrying about the needs and wants of a nation. c) Simon Bolivar, the most famous revolutionary in Venezuela, removed himself from politics a few years before his death of tuberculosis. He felt the quarreling between Creoles signified that he had failed as a political leader. 2. Creoles transferred their political power to the caudillos, or the soldiers in Venezuela. a) Independence ultimately resulted in a loss of political power in the Creole class. Why did the Indians in Venezuela become more poverty-stricken after independence? I. The Indians of Venezuela became more poverty-stricken after independence because of increased economic demand in the late 1850s. Therefore, the caste system of the Venezuela was abolished in order to exploit the Indians more intensely. (Williamson 244-245) A. Before colonial independence, the caste system of Venezuelan colony allowed the Creoles to continually exploit the Indians to benefit themselves. 1. Within the class system, the Creoles created a separate social group to control the labor of the Indians a) The Republic of the Indians served as a special economic recourse for the Creoles b) Wealth generated by this republic was used to fund the economic needs of the Creoles. (1) The economic exploitation of the Indians remained constant before and during the independence movement. B. After independence Creole demands on Indian labor receded. 1. Venezuelas economy started to stabilize itself. a) Venezuela benefited from increased trade with other nations, especially those of Europe. b) The Creoles could gain wealth to support their economic needs from the expanded trade with European nations. (1) European nations offered competitive prices in Venezuela. C. In the late 1850s, economic demand on Indians increased. This caused them to lose their land and be forced into greater exploitation. 1. The 1850s in Venezuela brought about new discussions of social reforms within the country. a) From these discussions, liberals in the country decided that Venezuelan society should be reformed so all citizens contribute equally to the country. b) The Creoles in Venezuela took advantage of this decision. They sought to use the social reforms to greatly exploit the Indians of the country. (1) With the destruction of the Republic of the Indians, natives could be made to support society to the greatest extent by increased labor. (a) The private lands of the Republic of the Indians would also be divided

The 5 UC Application Tips You Need to Get Into University of California

The 5 UC Application Tips You Need to Get Into University of California SAT / ACT Prep Online Guides and Tips If you’re applying to one or more of the UC schools, you want to make sure you get the application right.This step-by-step guide will walk you through everything you need to know about the UC application, from the time you decide to apply to a UC school to when you submit the final piece of the application. Keep reading to learn when the most important UC application deadline is, which documents you need to submit to complete your application, if you need a separate application for each UC school, and how you can make sure every part of your application sets you apart from the crowd. Important Info About the University of California Application It’s key to know important information about the UC application early on so that you have enough time to gather and submit all the materials you need before the deadlines. Where to Find the UC Application: You can find the UC application here. This is the application for all University of California schools, so regardless if you’re looking for a UC Berkeley application, UC Davis application, etc., they all use this same application. How to Submit the Application: When you’ve completed the application, you can submit it by hitting the â€Å"Submit† button at the end of the application. SAT and/or ACT scores must be sent directly to the UC school(s) you’re applying to. When to Submit Your Application: It’s extremely important to know when the UC application deadlines are because missing one could mean your application won’t be looked at. Below are the key University of California application dates. Date Action August 1 UC application opens November 1-30 Period application can be submitted online December Self-report December test scores January-February Submit official December test score results February-March Admissions decisions are sent out March 2 Financial aid applications due May 1 Reply date for all accepted first year students July 1 Admitted students must have submitted their final high school transcript Looking at the above chart, it’s clear that the most important date is November 30th. This is the last day you can submit your UC application. UC states right on the website that they almost never accept late applications, so don’t miss this deadline! However, as long as you have your application submitted by November 30th, you can still take the ACT/SAT in December. If you choose to do this, you’ll self-report your scores in December and then send your official scores once you get them in January or February. We don’t recommend waiting until December to take the ACT or SAT because if you’re unhappy with your score you won’t have any other chances to retake it, but if you’ve taken the exam several times and want one more shot, a December test date is an option. You’ll learn if you’ve been accepted in March (occasionally as early as February), and you’ll have until May 1st to decide which school to attend out of all those you applied to. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. How to Apply to the UC Schools There are five main steps to applying to UC schools. The earlier you begin your application (as early as August 1st) the more time you’ll have to complete all the steps and the less pressure you’ll be under to meet the deadline. The steps are the same regardless of which UC school(s) you’re applying to since all UC schools use the same application (and you only need to submit one application, even if you apply to multiple UC schools). Step 1: Create an Account Your step to applying to UC schools is to create an applicant account. This step will only take about a few minutes since you just need to fill out basic information like your email, name, birthday, and if you’re applying as a freshman or as a transfer student. Step 2: Complete the UC Application After creating your account, you’ll be immediately sent to the beginning of the application.The University of California application contains eight sections: Start You’ll answer some brief questions, such as if you qualify as a resident of California and if you have a parent who works for UC. Campuses Majors You choose which school(s) you want to apply to. There are nine UC schools, listed below, and you can choose to apply to as many as you want, including all nine. Be aware though that each UC school you apply to requires its own $70 application fee. Here are the UC schools: UC Berkeley UC Davis UC Irvine UC Los Angeles UC Merced UC Riverside UC Santa Barbara UC Santa Cruz UC San Diego You’ll next select your major. If you’re applying to multiple UC schools, you’ll need to do this separately for each school since they all have slightly different majors.Some schools will also require additional steps in this section. For example, if you’re applying to UC San Diego, you’ll need to rank the six colleges they have so the admissions committee can place you in the one that’s the best fit for you. Scholarships In this section you’ll select your eligibility for different scholarship categories, such as ethnicity, career plans, and work experience. There are ten categories, each with multiple characteristics you can select. You can select up to 16 characteristics.You’ll only select these characteristics once, regardless of how many UC schools you’re applying to. About You Here you’ll enter additional demographic information such as information about your parents’ careers and education, what your family’s income is, and how many people there are in your family. Academic History This is a somewhat lengthy section where you’ll need to enter in information about the high school(s) you attended, all the classes you took in high school, if they were honors or AP, and the grade you got. It’s basically like entering all the information on your transcript. (You don’t need to submit your official transcript until the summer, after you’ve been accepted and have decided to attend a UC school.) Activities Awards In this section you’ll discuss all the activities you participated in outside of the classroom. There are six categories: Coursework other than A-G Educational preparation programs Volunteer and community service Work experience Awards and honors Extracurricular activities The application explains which activities fall into which category, and there’s no need to feel like you need to have activities to put in all the categories, or even most of them.For each category, you can add up to five separate classes/activities/jobs/awards/etc. Test Scores Here is where you’ll enter in information about the standardized test(s) you’ve taken. NOTE: Even though you’re self-reporting your scores in your application, you still need to submit official exam scores to each UC school you’re applying to or your application won’t be considered complete. UC schools accept both ACT and SAT scores, but for both exams you also need to take the optional essay section. Taking either of these exams without the essay won’t meet this requirement.You’ll enter in your scores for each section of the exam.If you haven’t taken a standardized test yet or plan to retake it in December, you’ll also indicate that in this section. Here you’ll also report your SAT Subject Test, AP, and IB scores, if you took any of those tests and want UC schools to see your scores.If you’re an international student, you can also report your TOEFL or IELTS scores as well as the scores of any international exams you took. Personal Insight This is the section where you’ll answer the personal statement questions. There are eight personal statement questions, and you’ll need to answer four of them. Each response needs to be 350 words or less.We recommend that you write your essays in a word document first to make it easier to review them, then paste each essay into the application once you’re done editing it. Below are the eight essay prompts. They’re also listed on the UC admissions website. 1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. 2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side. 3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? 4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. 5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? 6. Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. 7. What have you done to make your school or your community a better place? 8. Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California? If you want tips on writing your personal statements, we have a guide on how to write a perfect UC essay for every prompt. Step 3: Pay Admission Fees and Submit Your Application Once you’ve finished each section your application, you can submit it, as long as it’s between November 1-30.When you submit your application, first you’ll enter in some final demographic information as well as your state of legal residence. Then you’ll review all the information you entered to make sure it’s correct. Once everything is set, you’ll pay the necessary fees. The application fee is $70 ($80 if you’re an international student) for each UC school you apply to.Then you’ll click submit, and your application will officially be sent to the UC schools you’re applying to! Step 4: Submit Your Standardized Test Scores You’ll self submit your test scores when you fill out your University of California application, but you also need to send official score reports to each of the UC schools you’re applying to.You’ll need to take either the ACT with Writing or the SAT with Essay. You aren’t required to take AP exams or SAT Subject Tests, but you can submit those scores as well if you did take those tests. As we mentioned above, it’s possible to take the ACT or SAT as late as December of the year you’re applying, but we recommend taking the tests earlier since you’ll be busy applying to colleges at that time and, if you’re unhappy with your December exam score, there will be no opportunities to make it up. We have guides specifically on sending ACT scores and SAT scores to colleges if you need more information. Step 5: (Optional) Complete Additional Materials Most students applying to UC schools won’t need to submit additional materials, but some will. This will depend on both which schools you’re applying to and what you plan on majoring in. For example, some students planning to major in a fine arts discipline are requested to submit a portfolio. UC San Diego also recommends that biological science, engineering, and physical science majors take two math/science SAT Subject Tests.These additional materials are typically only recommended, not required, but doing these extra steps can help give your application a boost. If you do need to complete additional materials, you will either get a notification in the application or receive an email outlining what you need to do, but it’s also a good idea to research your intended major at each UC school you’re applying to in order to make sure you’re not missing any important recommendations. University of California Application Checklist To recap, below is everything you need to submit when you apply to a UC school. Your application won’t be considered until the schools receive all the pieces below. UC Application Application Fee of $70 for each school you apply to SAT/ACT scores (must include Writing/Essay section) (Optional) Supplemental Materials 5 Things UC Schools Look at in Applications and How to Impress Them The UC schools are pretty open about what they look for in applicants and what an applicant needs to have to be accepted. They list the 14 qualities they judge applications on so there’s no mystery about what they’re looking for. In this section, we’ve organized those 14 qualities into five categories UC admissions looks at and explain what you need to do to excel in each one and create a standout UC application. #1: Classes You Took When UC admissions officers look at the classes you took, they’re looking at two things: the actual courses you took and how difficult they were. For the first category, UC schools want to make sure you’ve taken the classes you need to succeed as a college student at one of their schools. Their minimum requirements are: History: 2 years English: 4 years Mathematics: 3 years Laboratory science: 2 years Language other than English: 2 years Visual and performing arts: 1 year College-preparatory elective: 1 year (These courses are sometimes referred to as the â€Å"A-G subjects†). Note that this is the minimum UC schools require; most applicants will have gone well beyond these requirements. Some majors, especially those in math or science fields, require additional classes, so make sure to research the major you plan to take to make sure you’re on track. In general, it’s best to take more classes in the fields you plan on majoring in. For example, if you want to major in biology, you should take four years of science and four years of math. If you want to be a history major, you should take four years of history. Doing this shows UC schools that you’re committed to the subject and can handle higher-level classes on it. UC also looks at the difficulty of the classes you took. They’re specifically looking for honors, AP, or IB courses since these are more difficult than regular-level classes. If your school offers these classes, you should take as many as you can without overloading yourself and still maintaining a high GPA.Taking difficult classes shows UC schools that you’re focused on your studies and can handle the challenge and workload of college classes. Also, UC specifically mentions the â€Å"quality of your senior-year program† as one of the qualifications it looks at, so don’t be tempted to slack off senior year with a bunch of easy classes! #2: Grades It’s not enough just to take the classes UC schools want; you also need to do well in them. Your grades and overall GPA are another critical component of your UC application.For all UC schools, you need to have at least a 3.0 GPA in your A-G classes if you’re a California resident, or a 3.4 GPA if you’re a non-resident. Additionally, you can’t have gotten below a â€Å"C† in any of those classes. There is no requirement for classes outside the A-G subjects, but you should still aim to do well in all your classes. UC states that â€Å"the strength of your high school record is the most important component in our review† so you want your transcript to be as strong as it can be with a high GPA and record of challenging classes. Below is a table showing the middle 50% of weighted GPAs for each of the UC schools: School Middle 50% Weighted GPA UC Berkeley 4.16 - 4.30 UC Davis 3.97 - 4.25 UC Irvine 4.00 - 4.26 UCLA 4.16 - 4.31 UC Merced 3.46 - 3.96 UC Riverside 3.66 - 4.09 UC Santa Barbara 4.00 - 4.26 UC Santa Cruz 3.76 - 4.16 UC San Diego 4.02 - 4.28 To give yourself the best chance of getting in, you’ll want to aim for the higher end of the GPA range for whichever school(s) you’re applying to. For example, if you’re applying to UC Davis, your goal should be to have a weighted GPA of 4.25. You can definitely still get in with a lower GPA (since that’s the 75% marker,  ¾ of students are getting in with a GPA lower than that), but if you reach that goal you’ll have a great shot at being accepted. #3: Standardized Test Scores There is no minimum SAT or ACT score you need to get into UC schools, but again, you’ll want to aim high to give yourself the best chance of getting accepted.Below is the middle 50% range for both the SAT and ACT. Again, you’ll want to aim for the higher end of the range to maximize your chances of getting in. School Middle 50% SAT Score Middle 50% ACT Score UC Berkeley 1340-1530 30-35 UC Davis 1220-1480 26-33 UC Irvine 1230-1490 26-33 UCLA 1360-1540 31-35 UC Merced 1020-1280 19-27 UC Riverside 1130-1380 22-30 UC Santa Barbara 1270-1500 28-34 UC Santa Cruz 1210-1450 26-32 UC San Diego 1300-1520 28-34 #4: Extracurriculars Your extracurriculars are another important part of your UC application. The key to strong extracurriculars is to emphasize your passion and leadership skills. You can do this by pursuing extracurriculars in a field related to your future major, sticking with them, and achieving leadership roles in them. Some things UC states that are looking for in extracurriculars include: Special talents, awards, or achievements Leadership experience Significant experiences or achievements that demonstrate the student's promise for contributing to the intellectual vitality of a campus. They list the following examples of â€Å"strong† extracurriculars: Special talent in visual and performing arts, communication or sports Intensive study and exploration of other cultures Significant community service Significant participation in student government Don’t feel like you need to have all or even any of these experiences; they’re just given so you can get an idea of what UC schools are looking for. Basically, any extracurricular that you’re passionate about, skilled in, and have shown some leadership potential for is a great extracurricular to include on your UC application. #5: Personal Statements Your UC essays should show three main things: Who you are Why you want to attend a UC school What’s important to you Maybe you’re a lifelong nature lover who wants to attend UC San Diego to take advantage of all the different ecosystems nearby that biology students can study. Perhaps you’ve always been obsessed with space and want to attend UC Berkeley and major in aeronautical engineering. Whatever your story is, this is the place for UC to hear it, and it’s the best place in your application to show them who you really are as a person.For a more in-depth look, read our guide on how to write outstanding UC essays. Automatic Admission for California Residents If you’re a California resident, who meets at least one of the following two requirements, you will have a guaranteed spot at a UC school. You rank in the top 9% of California high school students, according to the UC admissions index. You rank in the top 9% of your graduating class at a participating high school. This is known as "Eligible in the Local Context" (ELC). Be aware that this doesn’t mean you’ll get into every UC school; it just means you’ll get into at least one, as long as space is available (which there typically is).If you're a California resident who has met the above requirements and aren't admitted to any of the UC schools you applied to, you'll be offered a spot at another campus as long as space is available. Summary: UC Schools Application If you’re applying to a UC school, you want to make sure you know every application step you need to complete.The most important UC application deadline to be aware of is November 30th. This is the last day you can submit your application. In addition to completing the application, you also need to submit your standardized test scores, transcript, and any additional materials your specific school and major require. You only need to submit one application regardless of how many UC schools you’re applying to, but you’ll need to pay a $70 application fee for every school. Regardless of whether you’re working on a UC Davis application, UC San Diego application, UC Berkeley application, etc. all UC schools look for similar qualities in students.You’ll need to complete the A-G courses, take difficult classes, have good grades, participate in extracurriculars, do well on the ACT or SAT, and have strong personal statements. Work to make your application as strong as you can across each of these areas to give yourself the best shot of getting into your dream UC school. What's Next? Want to learn more about the University of California schools?We have an in-depth guide to the UC schools to make it easy for you to compare the schools and see which is best for you. Working on your UC essays?Check out our guide on how to answer every UC essay prompt to get great writing ideas. Want to know how to make your extracurriculars stand out even more? Check out this guide to four amazing extracurricular activities and learn why they're so impressive to colleges. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Dreams Essay Example | Topics and Well Written Essays - 1750 words

Dreams - Essay Example Scientific theories have ranged from speculation that we dream as a means of learning more about ourselves through the revelation of repressed desires to the concept that dreams are a means of the subconscious providing the conscious mind with seemingly prophetic warnings developed through thousands of unconscious signals received during the waking hours. Other theories have suggested that we dream as a means of further developing our mental abilities and spiritual concepts, slowly assimilating what we’ve learned into our established worldview while still others have indicated that we dream as a means of dealing with our daily experiences by either getting rid of the memories or storing them away in our mental memory banks. What the various scientists have revealed in their dream studies is that there are a wide variety of ways in which dreams might have meaning to an individual, whether they realize it or not. However, it seems plausible that dreams will have more meaning to an individual who has a particular belief regarding what they might mean than an individual who reports they don’t dream at all or who believes that dreams have no meaning and doesn’t bother to remember them. Sigmund Freud is perhaps the most recognized individual in the field of dream theory. In developing his model of the mind, Freud determined that the dream functions as a sleeper’s defense against the disturbing thoughts and emotions of the subconscious mind (the id) by acting as a censor (Wilson, 2005). Unlike Freud, who felt that dreams were less frightening manifestations of subconscious horrors, Jung felt that they were revelations that uncovered not only our own emotional issues and fears of the perso nal subconscious, but also link us to the collective unconscious, â€Å"the reservoir of our experiences as a species, a kind of knowledge we are all born with. And yet we can

Reflective Essay Example | Topics and Well Written Essays - 1000 words - 3

Reflective - Essay Example 19). Therefore, this research offers an ideal framework of determining how social media positively or negatively affects the students’ behavior. As such, the methodology used in this research, quantitative analysis, makes it possible to answer the research questions. To increase the relevance and efficiency of the data, the current research team decided to use questionnaires as their main mode of data collection. According to Katsirikou and Skiadas, questionnaires are an advantageous data collection method since they not give the researchers an ability to gather huge amounts of data at a relatively short period, but also significantly reduces the research cost (2010, p. 293). Hence, in carrying out this study, the researchers identified an appropriate data collection method that would give them viable results. It is also worth noting that the researchers made use of Statistical Package for Social Sciences (SPSS) to come up with an efficient analysis of the data collected. Notably important, the researchers acknowledge the fact that the use of social media among students could have various disadvantages. Although most people have a notion that the use of social media could negatively impact or hinder the learning process, social media should not be confined only to platforms such as Facebook and Twitter. The researchers point out that there are other social media platforms which have been found effective in improving the learning process as well as students’ behaviors. For instance, the use of intranet has been mentioned to be of great importance in promoting the overall behavior and supporting the learning process of the students. Equally important, the researcher states that since the core idea of conducting this study was to determine the impact of social media on the behavior of USW students, the main focus was on data collection. As such, the researchers opted to adopt a quantitative data collection method rather than a qualitative

Personnel Selection and Assessment Research Paper

Personnel Selection and Assessment - Research Paper Example According to Field (2009) when testing for validity, one is effectively testing for ‘evidence that a study allows correct inferences about the question it was aimed to answer or that at test measures what it set out to measure conceptually’ (p. 795). There are three main types of validity. Construct validity refers to whether a test correlates to the theorized construct that it purports to measure. For example, an intelligence test is a test which requires strong evidence for construct validity, since researchers need to be sensitive to the extent to which they are measuring intelligence rather than language or culture differences (Mertens, 2009). The second type of validity is content validity, which is relevant to test which aims to evaluate a specific body of knowledge. For example, a depression scale may lack content validity if it does not represent the entire range of possible items, such as the behavioral dimension. Finally, criterion-related validity is a measure of how well a test is effective at predicting of a construct. This type of validity testing is divided into two types, namely concurrent and predictive validity, where concurrent validity is assessed by correlating a test with another test that has been previously validated. These two tests are taken at the same time. Predictive validity differs in that the one test is taken earlier and is meant as a predictor to a later measure (Mertens, 2009). The utility of selection methods refers to the value it has in the process of selection.

The Woman Who Watches Over The World English Literature Essay

The Woman Who Watches Over The World English Literature Essay Linda Hogan is a Chickasaw meaning she belongs to a group of Native Americans who migrated in to east of Mississippi river, Oklahoma. She is a poet and a novelist writer and has contributed much in this field. In her book, The Woman Who Watches over the World: a Native Memoir, she brings about different themes some of which are associated with her difficult past and those of her people painful history. She assumes the position of a Clay Woman named The woman who watches over the world, and uses her to view the worlds problem and that of her tribe in that perspective. The title is derived from a sculpture figure made of clay which she bought and which became broken on the way to being delivered to her. It is from the figure that she realizes the comparison to human beings life which gets hurt; just as it is with her personal life. From the many fragments in this anecdote, we can piece them together to see the whole history and current status of the Native Americans have undergone. History, survival and healing are the major themes in this book. The book is a journey from childhood to adulthood and the various problems one encounters. Healing is supposed to be understood from the power derived from words and also the natural healing. The history of physical and emotional suffering she inherited from her people contributes to the way she reacts in life. The Natives Americans are presented with their many problems and are reflected on Hogans hard and painful life. The Native Americans or the American Indians had a traumatizing history. They were deeply religious and most of their beliefs were connected with nature. Land, water and animals became to them a symbol of gods gift to mankind. This made it possible for them to practice collective ownership especially of land. Their relocation from their land in 1837 was met with caution since they had to pay allegiance to the USA government. Despite their effort to keep their ancestral land they nevertheless got evicted and trading posts established in their land. The tribal leaders were forced to sell the land and move away to Indian territories. In the new Oklahoma area, where they finally got relocated, the adaptation was not easy bearing in mind that they had to struggle to get food. By the turn of 19th century, the United States government foresaw the dissolution of the Natives tribal government and a division of their land. Missionaries were established which were taxed with the job of educating the Indians in the American way. Ironically, such an education proved worthless because the girls returned to their world afterwards. Poverty and lack of important physical amenities was the order of the day. The Chickasaws had endured such a life for many decades and it is this life that Hogan addresses. She wants to stress the important aspect of healing from the past so that the people can move forward. Hogan was born in German and grew up under her father who was a sergeant in the American army and a neurotic mother. Her earlier life saw her move to many places and eventually ended up in Oklahoma. Hogan relationship with her mother was depressing and mostly neglectful in nature. She never experienced love and this fact left her to seek it from other sources. Although, her mother did her duties like any other mother, Hogan asserts that she could not love. The rest of her life is spent in pursuit of love so as to heal her wounds she experienced when young. As a young child, she was susceptible to diseases and infection common to young children. In addition, clinical depression and poor mental health would lead her to alcoholism in later life to an extent of committing suicide. These physical and mental ailments caused her much trauma and she was to live with it in to adulthood. Her mother rarely provided details about her childhood life but remained silent perhaps in line with her ancestors to bury the painful past. To heal from this trauma she was to adopt two daughters and who had similarly undergone a difficult life as her own, in order to connect with that experience. At only the age of 12 years, she became involved romantically to a man twice her age and they stayed as married. They would later part with Robert and she in turn move from Germany to the USA. This episode hurts her so much that she reminisces it as having been a child but responsible for an adult. Hogan yearned to heal from the trauma she faced of being in school yet married at a young age. The gap she felt would later lead to her adopting two daughters in order to fill the love void she dearly missed. Both daughters, Jeannette and Marie, also had their own share of hard life, but Hogan felt that love could heal almost anything in this world. Despite her trying to live with the adopted daughters, it proved very difficult for them to heal completely to an extent where Marie denied her own children. We observe that Hogan tried to heal from her loveless childhood by playing motherhood to these two adopted daughters. The silence she experienced about her past could now be replaced by a history of her daughters which she knows. Luckily enough, they have a terrible past just like her own and it helps to connect with her lost past. Both daughters are then a reflection of a past and a future for the Natives especially Jeannette who heals to become a purposeful mother. Hogan on the other hand contracted a horrible disease called fibromyalgia. The disease caused her much trouble leaving her weak and unable to sleep. The desire to sleep and dream about emotional healing was too affected. She sought a physical healing which initially became elusive and later even though medicine helped, she never became what she was originally. This was the time she lost faith in medicine world when she reckoned that money was being used in search of a cure yet none came her way. Waiting and hoping was all that was left for her. Through medicine which is extracted from nature in terms of plants and naturally occurring substances dug from the earth, she later in life received her treatment from physical ailments. A horse named Mystery became to her a close companion. Hogan was able to draw parallel in the horses life and hers. Mystery dies in the process of giving birth that was characterized by pain. She likens this pain to her experiences in life and the yearning to heal from it. Another relationship with a horse, the Big Red Horse, also leads to fate as she falls while trying to ride. She suffered numerous injuries leading her to experience short term memory loss. Hogan attempts self healing by indulging in a number of hobbies. She embarks on horse breeding, because in it she finds joy and contentment but it becomes tragic to her. Both of these two occurrences fueled the pain in her life in as much as the desire to heal was multiplied. Hogan was addicted to alcohol when she was young. The addiction came about as she experimented to find a solution to her troubles. In the search for her self, she ends up drinking in order to forget her woes and sleep. The pain and confusion she felt would so many times lead to drinking so as to drown them. History and the ability to remember the past is a disease. Our ancestors underwent much trouble which after we learn it becomes a burden too hard to bear. It is under such an illusion that Hogan just like many Native Americans sought drink to escape the memories from the past and present. As she says falling was the answer to a broken heart, as a reference to the attitude she had towards alcohol. She eventually conquers drinking once she became an adult albeit this leaves a scar in her life. It is by extending love to other humans and animals where she finds a healing. Under all the above traumas, she stood hard to see the healing take place. Hogan just like her ancestors found solace in nature and the environment. Of her doctors she says, à ¢Ã¢â€š ¬Ã‚ ¦they became earth, water, light, and air. They were animals, plants, and kindred spirits. It was not healing I found or a life free from pain, but a kind of love and kinship with a similarly broken world. The sickness and suffering she felt can also be identified with the Native Americans fight for their survival. Such thoughts also reflect nature which if left alone tends to heal by itself. To be what she is, Hogan had to get changed by pain and events and diseases and she did it with courage and honesty which are vital values in the world today. Personal survival depends on history and by examining hardships undergone so as to find power to refresh ones spirit. Nature also plays a role in this healing by providing elements that can be used to cure a disease for example. Hogan is able to overcome and find strength over the many obstacles that stood her way in the course of self-actualization. An interesting parallel is drawn in relation to different natural elements like woman to land and bird to water. Love is the connecting element since each needs the existence of the other in order to survive. In conclusion, Hogan lays down the many problems faced by people not only in America but in every part of the world. Each people and nation has a history that was faced by problems such as land and identity. Some have even become extinct if their war to survive got worse. In all these stories, it is important to learn from their duel and get insight which in turn should be applied in our day to day lives. Problems are inevitable and it is the way we appreciate and deal with them that counts. Healing as a process should be core in life, whether personally or as a society. If people look for solutions they will always find a way to overcome their pain.